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Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 9stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 2The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 13Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 12at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,… |
Sequence 11Obviously, many more activities or variations on activities can ease the transition into traditional education. However,… |
Sequence 1NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 2Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 10ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 2third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 121990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 4one, because we don't have the need to distinguish snow conditions in the way that Eskimos do. Verbal/linguistic… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 1THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 2gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 3THE EPIC OF EVOLUTION CONFERENCE: TAKING THE JOURNEY BACK HOME by Kathleen Allen and Gerard Leonard Kathleen Allen and… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 9Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 8now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 4The Story of our Universe is the most awe-inspiring tale that ever could be told. New dimensions are added to it almost… |
Sequence 18Listen to this poem by twelve-year-old Matthew: Plants Making animal life possible, The gracefully growing plants are near… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 13established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 18They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 11assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 182assimilated from the environment, without any need for direct instruc- tion." As you know, Montessori could be… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 200established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 7of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 4appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 6pendence practiced on a daily basis with real roles, and the adult-like responsibilities connected with the spiritual and… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 2TttEPROLOGUEOFTHESTORY That story is meant to be the grand overture to all of cosmic education, and it is told to the six-… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 18tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 5Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 6reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 11AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 13ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 27ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 29AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 34reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 238In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 10* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 1Montessori writes about the child, but this message applies to also to adults: His intelligence becomes whole and complete… |
Sequence 11The land school is a rescue for Montessori's "rhythm of life." The presentation by Camillo Grazzini and… |
Sequence 1THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |